Principals Decide whether Early Reading Innovations are Blessed or Cursed

The principals leadership in teaching age 3-6 children is a required innovation. The principal is the most important and highest paid public servant in the neighborhood. No one else in the community is even close to being responsible for 100% of the children. No one else is as close to the authority over the resources to make the difference. No one else has the wisdom, deep smarts, and motivation to start the child, school and community in early reading and choice development. Technology could have a special role in helping the principal.

(PRWEB) July 6, 2005 -- Principals have options to either lead engagement of age 3-6 children or do nothing to be respectively blessed or cursed by the NCLB measures 4 years later. Bottom line, principals have deeper smarts than many parents; they are able to predict success or not; they are given ultimate responsibilities without authority over the literacy skills of the children starting in kindergarten. USA VALUES-CDP encourages principals to insist and require giving first things first to the most at--risk children. Groups of at-risk children either ready to read and listen, or not, as defined, put the school either on track, or, in remediation.

The principals influence is a significant capacity in the battle to keep at-risk children engaged. It may not be leveraged on age 3-6 children unless the community makes it possible. This emerging requirement to be effective is highlighted by the National Association of Elementary School Principals (NAESP) at
http://web.naesp.org/misc/ECLC_ExecSum.pdf in its recent publishing of Leading Early Childhood Communities.

Totally unrelated to NAESP, this logic has been put into a business plan of sorts for urban school innovation (change) and published at http://ulticharnetwork.blogspot.com/ as a gift to support effective citizens, teachers, principals and schools who believe we can get to at-risk children before they fall behind. That logic is further supported by materials and referenced knowledge at http://www.usavalues-character.org/ . This set-up creates a limited but ultimate stage for principals leadership in the area of ethics, economics, responsibility, authority, choices, assets, attributes, messages and storytelling to primary age children on behalf of the public good.

This innovation design published at http://ulticharnetwork.blogspot.com/ will rebuild, with the disrupting NCLB measures, much clearer focuses on customer requirements, quality, and first things first thinking. Principals could promote the ethical and economic positions to encourage neighborhoods to step into the opportunities to innovate.

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